MEDT8461Project5

** Description of Project: **
This project was a collaborative effort with my partner, Ashleigh Clarke. The task was to create a research paper based on the data that was collected through the surveys in Project 4. The group of participants were 21 students between the ages of 13/14-19. These students were randomly picked to complete a survey about social media uses that was created by Dr. Danilo Baylen, Professor at the University of West Georgia. We were to review research from Project 1- Annotated Bibliography (click HERE to see partial bibliography/Trice component only) and research gathered from Discussion 4 and create a literature review of students uses of social media and social media trends. From that literature review, we created two research questions (mixed methods design - one quantitative and one qualitative)and answered these questions based on the data collection. After we answered the questions we found and reported the key findings of the research as well as implications and future questions that emerged as a result of the research. Individually, we are wrote a reflection paper of the project (below). // Data Collected through survey-Age bracket 13/14-19 years of age/Teen //

 The purpose of this activity was to analyze the collected data from surveys that were given to a random sampling of participants within the ages of 13/14 through 19. We reviewed previous research and gathered additional research that supported the use of social media, challenges and issues with social media usage, and what tools were being used and why. By examining this research, we were able to formulate research questions (both quantitative and qualitative) that were supportive by the literature review and data collected. We found patterns and themes that emerged though looking at the data and concluded the findings and implications of the study.
 * Introduction **

 Overall, I enjoyed analyzing the data that was collected for the participants in age group of13-19 years of age. I was a bit surprised that Facebook still seems to be the number one social media choice. I had felt that Facebook was being replaced by Twitter, Instagram and Snapchat. Twitter and Instagram came in second to Facebook but Snapchat was rarely mentioned. One thought I had been that this age group in someone “jumping on the bandwagon.” This age group was too young to have Facebook at its onset and years that followed when it was all the range with teens, young adult and adult. However, with older brothers and sisters user it and possibly parents, this age bracket may have been just waiting their turn to be allowed to get on, and create an account and profile. Technically, this group could be the late majority that Rogers discussing. The late arrival is only because of their age not because of their interest level. Other things that stood out included the lack of comments in regards to social media tools being used as an instructional tool. Only one out of the twenty-one participants mentioned how helpful social media tools are in order to stay connected to the classroom and get updates on assignments. There was one participant that had a very negative attitude towards social media and thought it was just plain dumb and a waste of time. I was pleased to see that almost all of the participants made comments in relationship to understand the risks that may come along with social media. Participants mentioned the importance of safety and protecting their privacy, the need to understanding how tools work so that that are being used properly and not harming themselves, and that they were responsible to postings and comments that they made. Several students mentioned that they were aware that people say inappropriate and mean things, using this tool as a vehicle for bullying. Much of the use is for pure entertainment value and many said that they use it just out of boredom. The overall theme was that students used social media tools for personal and social reasons.  Insights that I can see in regards to diffusions of innovations is that students use what their friends are using. The sole purpose of use is to keep a constant connection to friends through both text messages posted on Facebook, or secondarily Twitter, and see what their friends are doing through pictures and videos posted on Facebook, or secondarily Instagram. I also noted that Facebook had been used for many years, many over 5 years. The users that recoded less years were typically because they were part of the younger sample of participants (13, 14, 15 years of age). This to me aligns with the “stickiness factor” that Gladwell talks about. Facebook has something that people keep coming back to even with new tools that are similar evolve. I will be interested to see in the next few years if Twitter and Instagram do actually bump out Instagram and Twitter typically were within the last year. As mention, only one person (5%) said that social media was a waste of time and that individuals should go find something better to do with their time. The biggest insight that I gained is that when a tool is introduced with all the components that are of interest to a user, there is not necessarily a reason to get rid of it. Facebook still has the “stickiness factor” (Gladwell) and provides the services of both Twitter and Instagram. There has not been a social media that has been able to master the offerings of Facebook and add any additional elements that are beneficial to users. Therefore, many are just sticking with Facebook; it is still the all-encompassing tool for this age group.
 * Reflection and Conclusions **



Gladwell, M. Tipping point. Boston: Pearson Education, Inc. Rogers, E. M. (2003). Diffusion of innovations (5th Ed.) New York, NY: Free Press.
 * References **

** Introduction, Conclusion and Reflection, References included in the below document **

 * (//same information as above in Word document//): **

About the Author
Suzanne Trice is an Associate Dean at Pinkerton Academy in southern New Hampshire, about 35 minutes north of Boston. Her teaching experience was teaching social studies where she taught both middle and high school outside of Atlanta, Georgia in Cobb County. While teaching, she enjoyed differentiated teaching techniques and became very interested in integrating technology into her classes. After 12 years of teaching, Suzanne moved to New Hampshire, a place where she vacationed since she was 9 years old. She has had the opportunity at Pinkerton Academy to share her knowledge about technology in many different ways including writing a social media policy for both students and teachers, chairs the Technology Integration committees, and planned a Technology Workshop day for 300 staff members showcasing 18 different Web 2.0 and social media tools. It is her desire to continue her education in technology so that she can continue to provide professional development for teachers in the area of technology integration into their classroom teaching. Suzanne would like to also take her leadership experience and work in higher education working with pre-service teachers in the use of technology in education.